Selected characteristics,roles, goals,and satisfactions of department chairmen in state and land-grant institutions     

Gerald W. McLaughlin  James R. Montgomery  Dr. Leslie F. Malpass 《Research in higher education》1975,3(3):243-259

Chairmen at 38 state and land-grant institutions were found to be involved in three major roles: academic, administrative, and leadership. The academic role consists of duties of student involvement and research activities. Chairmen enjoy this role and report high emphasis on concurrent goals but feel frustrated in terms of time to pursue commensurate activities. The administrative role requires the majority of time and also contains some of the less desirable duties. In addition, administrative goals are seen as over-emphasized. The leadership role involves tasks related to academic personnel and program development. It is a major satisfaction realized by accepting the position of chairman. Developing abilities of faculty members and maintaining academic freedom are the two most important goals in this role. The respondents also made suggestions on changes and development programs which would improve their effectiveness.  相似文献   

Teacher Beliefs about Adolescent Development: Cultural and organizational impacts on Japanese and US middle school teachers' beliefs     

Gerald K Letendre  Motoko Akiba 《Compare》2001,31(2):187-203

Teacher beliefs can greatly influence the school experiences of young adolescents. In this study, the authors analyze a bi-national survey about teacher beliefs surrounding puberty, adolescence and academic items. The authors find significant differences between Japanese and US teachers of young adolescents with regard to the onset and duration of puberty, adolescence and rebellious attitudes. Items concerning teachers' impact on students reflect a pattern that shows both cultural differences and cross-national trends. The authors discuss the survey results in light of previous qualitative studies of Japanese education, and suggest directions for future research.  相似文献   

Exploring the Robustness of a Unidimensional Item Response Theory Model With Empirically Multidimensional Data     

Daniel Anderson  Joshua D. Kahn  Gerald Tindal 《教育实用测度》2017,30(3):163-177

Unidimensionality and local independence are two common assumptions of item response theory. The former implies that all items measure a common latent trait, while the latter implies that responses are independent, conditional on respondents’ location on the latent trait. Yet, few tests are truly unidimensional. Unmodeled dimensions may result in test items displaying dependencies, which can lead to misestimated parameters and inflated reliability estimates. In this article, we investigate the dimensionality of interim mathematics tests and evaluate the extent to which modeling minor dimensions in the data change model parameter estimates. We found evidence of minor dimensions, but parameter estimates across models were similar. Our results indicate that minor dimensions outside the primary trait have negligible consequences on parameter estimates. This finding was observed despite the ratio of multidimensional to unidimensional items being above previously recommended thresholds.  相似文献   

Teaching Methods in Higher Education: The Changing Scene,with Special Reference to Small‐group Work     

K. Gerald Collier 《高等教育研究与发展》1985,4(1):3-27

The paper opens with a brief statement of the two conceptual frameworks on which the analysis is based. The author then takes up in turn the five classical methods of shaping students' learning: didactic instruction in the form of lectures; discussion methods; practical work in laboratories, studios etc; provision for the students' private study, including individualized learning techniques and computer‐based methods; and the assessment of students' progress. He outlines the main departures from customary practice in each area, with special attention to small‐group techniques. Finally, since a critical aspect of development is the dissemination of fresh techniques, there is a section on development strategy.  相似文献   

Innovative techniques for advanced writing classes: Modification of point of view     

Gerald Herman 《Innovative Higher Education》1988,12(2):101-113

Changing narrators in a literary passage is a pedagogical technique that can enliven composition, yet which still presents a challenge to students. Assuming the original narrator to be omniscient, any new narrator's perception of a situation can only be fragmentary. The challenge lies in giving that new narrator total awareness of events, and in doing so logically. This means rearranging events, modifying the text, and essentially recreating it. The degree of difficulty can be increased by selecting as narrator a character with limited perception of a situation, or one totally absent from the story. For an added dimension of novelty and challenge, the passage can be narrated from the perspective of an inanimate object.His training was in medieval French literature, and he published articles on the chansons de geste in a number of journals over the years. Beginning quite recently, he has become more interested in pedagogy, i.e., the teaching of French, civilization, creative writing, etc. He has written articles that have appeared and are scheduled to appear in such journals as French Review, Contemporary French Civilization, ADFL Bulletin, on such varied topics as Business French, Creative Writing, and the French Liberation. He received his Ph.D. from Stanford University.  相似文献   

Test Assembly Implications for Providing Reliable and Valid Subscores     

Minji K. Lee  Kevin Sweeney  Gerald J. Melican 《Educational Assessment》2017,22(4):205-219

This study investigates the relationships among factor correlations, inter-item correlations, and the reliability estimates of subscores, providing a guideline with respect to psychometric properties of useful subscores. In addition, it compares subscore estimation methods with respect to reliability and distinctness. The subscore estimation methods explored in the current study include augmentation based on classical test theory and multidimensional item response theory (MIRT). The study shows that there is no estimation method that is optimal according to both criteria. Augmented subscores show the most improvement in reliability compared to observed subscores but are the least distinct.  相似文献   

Transfer between nonreward and delay of reward following minimal acquisition training     

Mitri E. Shanab  Gerald Cavallaro 《Learning & behavior》1973,1(3):179-182

Four groups of rats were given six acquisition trials under continuous reward, continuous delay of reward, partial reward, or partial delay of reward, following which all Ss received continuous delay. It was found that the partial reward and the partial delay of reward groups were significantly more persistent during the shift phase than the continuous reward group. No differences were found over trials between either the two partial groups or between each one and the continuous delay group.  相似文献   

Immediate and delayed effects of training preservice secondary science teachers to ask questions of varying cognitive levels     

Frank E. Crawley  Gerald H. Krockover 《科学教学研究杂志》1979,16(3):243-248

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A history of AECT from a personal perspective     

Gerald M. Torkelson 《TechTrends》1998,43(1):47-50

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CHANGING PERSPECTIVES ON STUDENT RETENTION: A Role for Institutional Research     

Mclaughlin  Gerald W.  Brozovsky  Paul V.  Mclaughlin  Josetta S. 《Research in higher education》1998,39(1):1-17

This paper proposes a role for institutional research in changing institutional attitudes about the priority placed on student retention efforts. Problems associated with changing perspectives are described using Kuber-Ross's work On Death and Dying. Potential barriers associated with changing the status of student retention efforts within the institution are identified relative to her stages of grief-denial, hostility, bargaining, depression, and acceptance. Tactics useful in addressing and moving through each stage are described. Results from several studies on student retention provide information that has been used to promote and change attitudes toward student retention efforts at all levels at Virginia Tech.  相似文献